Description
Book SynopsisIn its exploration of key debates related to curriculum, pedagogy and policy, âSevere and Profound and Multiple Learning Difficulties in Schoolsâ provokes thinking about how we reach decisions related to vulnerable learners.
The book discusses a number of âdilemma storiesâ from teachers of learners with Severe, Profound, and Multiple Learning Difficulties (SPMLD). These highly evocative accounts of real situations from real classroom, serve as allegorical exemplars in relation to a range of ethical theories, and prompt further dialogue and reflection. Challenging the suggestion that teaching âsomeâ learners is distinct from teaching âotherâ learners, the central argument of this book is that the teaching of those with SPMLD should adopt a âtopographicalâ approach in order to be effective and ethical, seeking to look beyond the superficiality of the labels that have been applied to them. Just as a topographical cartographer or landscape artist strives to see the âbigger pictureâ and represent reality, the âtopographical teacherâ should seek new knowledge about their pupils and look beyond any pre-conceived labels.
This book serves to enable professionals involved in the education of those with SPMLD to engage in reflection, dialogue, and enquiry. It is an essential resource to support further study and continuing professional learning, as well as an intellectual toolkit to support developing policy and practice.
